翻转课堂:医学生的新学习环境

Irina Pejin, Sara Oroz, Đorđe Milojković, N. Milic, N. Milic, Nina Rajovic
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引用次数: 0

摘要

导读:由冠状病毒引起的持续大流行有力地推动了数字化发展,并关闭了高等教育的面对面课程。为了实现远程高质量的在线教学,“翻转课堂”的学习方法被引入到学生和教师中。翻转课堂代表了一种混合式学习,旨在通过在家准备学习材料和在课堂上面对面解决问题来提高学生的参与度。目的:了解医学本科学生对翻转课堂学习方法的态度和看法。材料和方法:这是一项横断面研究,于2022年1月在贝尔格莱德大学医学院的本科生中进行,采用在线问卷调查。本研究使用的问卷共有34个问题,分为六个主要部分:人口统计、总体态度、沟通、学习独立性、准备和动机、创造性思维和协作工作。结果:共纳入60名医学生。三分之二的学生为女性(75.0%),平均年龄(23.48±1.53)岁。大多数受访者是五六年级的学生。本研究结果发现,学生对翻转课堂学习方法的认知在性别和年龄上存在显著差异。女生和低年级学生对翻转课堂的态度比男生和高年级学生更积极。结论:翻转课堂教学法适合大学医学生的学习需求,能提高医学生的问题解决能力和高阶思维能力。考虑到年轻的学生对翻转课堂学习方法有积极的看法和态度,课程设计者和教育者应该根据学生的喜好调整课程和教学方法策略,以帮助他们充分发挥学术潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Flipped classroom: The novel learning environment for medical students
Introduction: The ongoing pandemic caused by Coronavirus has strongly initiated digital developments and closed in-person classes in higher education. In order to achieve remote high-quality online delivery, the learning method "flipped classroom" has been introduced to both students and teachers. The flipped classroom represents a type of blended learning aiming to increase students' engagement by preparing materials for learning at home and having faceto-face problem-solving during class time. Aim: To assess attitudes and perceptions of medical undergraduate students toward flipped classroom method of learning. Material and methods: This was a cross-sectional study conducted among undergraduate students attending Faculty of Medicine University of Belgrade during January 2022, using online questionnaire. The questionnaire used in this study consisted of 34 questions and was divided among six main sections: demographics, overall attitudes, communication, independence in learning, preparedness and motivation, and creative thinking and collaborative work. Results: A total of 60 medical students were included in the study. Two thirds of the students were female (75,0%), with the mean age of 23,48 ± 1,53 years. Most of the respondents were fifthand sixth-year students. The results of this study revealed that significant differences in perceptions of the students toward flipped classroom method of learning between gender and age group were found. Female and younger students had more positive attitudes toward flipped classroom than male and older students. Conclusion: Flipped classroom method of learning suits the demands of medical students at a university level, advancing their problem-solving skills and higher-order thinking. Bearing in mind that younger students had positive perceptions and attitudes toward flipped classroom method of learning, curriculum designers and educators should adjust the lessons and teaching methods strategies to students' preferences in order to help them to gain their full academic potential.
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